Analysis of written language of a language learning disabled (dyslexic) college student and instructional implications |
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Authors: | Leonore Ganschow |
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Institution: | (1) Department of Educational Psychology, Miami University, Oxford, Ohio |
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Abstract: | This paper examines spontaneous writing of a college student with a history of language learning problems. Writing samples,
collected from tests and papers in college courses, were analyzed for syntactic complexity, spelling, grammatical errors,
semantic errors, and organization. Metacognitive factors were analyzed by examining student’s responses to questions about
his perceptions about writing. Results showed: (a) the dyslexic student produced syntactically complex structures comparable
to nondyslexic writers; (b) the student averaged 9% spelling errors per essay and 17 grammatical errors per essay; (c) primary
semantic errors were inappropriate word choices, incorrect determiners, and overuse of “so” as a transition; (d) major problem
with organization involved difficulties with expanding an idea beyond “saying the same thing in a different way;” (e) metacognitive
strategies included difficulties with separating self from writing and recognizing ambiguity in writing. The paper then describes
six instructional strategies to assist in remediation of the student’s writing problems.
Paper presented at the Second Miami University Sentence Combining Conference, October, 1983. |
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Keywords: | |
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